Hello all,

Thank you for providing some input regarding responses to my question - highly appreciated. Well, though there is a school of thought that is against teaching business ethics - however, we need (as academics in Business Schools) to be more aware of our impact on those individuals whom we graduate into the business world, and what impact they have on their communities and societies.

We need not forget the fact that we have been implicated as 'partners in crime' when the talk was about ENRON - as highlighted by Swanson and Frederick (2003). Swanson, D. L., & Frederick, W. C. (2003). Are Business Schools Silent Partners in Corporate Crime? The Journal of Corporate Citizenship, 9(Spring 2003), 24-27.

Well, I have just finished teaching a class in Europe on sustainable development and ethical strategies... and I would quote a very small section from one of the students in the final reflection on this class... Quote: 'The Plus for me personally was that I got an overview on how sustainable development and ethical strategies can be seen in a realistic way. Before this class I only had an ethical class that was too abstract for me. The previous class was more like how I could change the world with having superpowers. This class showed me, how I should critically think of some strategies, some actions that have been taken and how I can change something but in a feasible way. I definitely increased my personal awareness a lot.'

Unquote

Thus, it is not only providing students of information and knowledge regarding the ethical perspectives/theories, but go beyond that to enhance the students' critical thinking ability that will definitely enhance their personal awareness leading to a better business people and leaders in the future who would care for the whole business and its role in the community and society...

I am not keen to tie up the ethical perspectives with cultures - and I mentioned this several times to my students - let us always keep our distance from relativism... but be sensitive towards culture without losing our own heritage...

Regards

Theodora Issa

Business ethics being taught in Universities provides perspectives to students, in the sense, how ethical practices would help in creating and running businesses without resorting to fudging of accounts, balance sheet or numbers. Case studies of the firms which run their businesses ethically, the struggles that they go through to get Government approvals, delays caused in approvals for not paying bribes etc., would provide the students a deeper insight into how to navigate through the pitfalls and how to run a business in a sustainable and socially responsible manner.

On the other hand, case studies of business houses which resorted to unethical practices would provide them a picture of how such firms climbed to unbelievable heights within a short period and a steep decline, as soon as the outcomes of unethical practices get exposed.

Once this exposure is given to the students, it is ultimately left to the students to follow ethical or unethical practices. Swaying from ethical to unethical or partially ethical or partially unethical is a result of not only dedicated ethics class/ or embedded ethics teaching, but also by comparing their peers or seniors, how they are climbing the career path and through what means. Whether fast growth path or slow but fairly consistent and acceptable growth path - the choice is left to them.

Hello Sridhar,

Thank you for your response - I totally agree, however, it has been the case that the understanding was that ethics or teaching ethics comes under 'soft' issues... thus, it would not be appropriate - and it would be totally against the emphasis on 'one bottom line' and the fact that the business of business is business motto... and the externalities by Freidman!

Well before the 2008 GFC, Swanson and William (2003) have posed the question: Are Business Schools silent partners in Corporate Crime? they concluded their article by stating that there is a need to set the standards for business school curricula worldwide are proposing wobbly new accreditation guidelines that will do little to head off a new generation of MBAs who are at risk of Enron-like behaviour. As several of the executives who were caught in some of the most infamous corporations and their decline were MBA students and from well-ranked universities...

While we can see a shift in the way ... but, we need more - and what you suggested, would really shift the blame from the business schools into the individuals (the students themselves), and their organisations and the systems within these organisations.

I wish to conclude this entry by re-emphasising the need for universities to think about building the character of the students, rather than only thinking about the number of students...

I have been teaching business ethics in university business schools since 1994. Every year there are some - not all - students who say that what they have learned has really changed their outlook and importantly their career aspirations. That is reward enough for me in many ways. However I don't go into the class trying to convert anyone, but to give them frameworks to analyse business from an ethics perspective and enable them to make informed and meaningful choices which are well rounded and balanced. On occasion students use those frameworks to argue for the financial imperative of firms. I have to think that is also a success as a teacher. Enabling critical thinking means that students often don't end up at the same conclusion to me, but that isn't the point. Teaching business ethics is not a waste of time.

Hi Mrs. Spence,

I do agree it is never a waste of time. As I was passing a course with Prof. Edward Freeman, he always emphasizes that Business Ethics in the past was an oxymoron but it is not anymore as the new narrative of business is emerging/has emerged by the concepts of corporate philanthropy and CSR.

And as you mentioned the group limiting ethics to a certain age, I don't think morality is correlated with physical maturity or one's age.

PS. I have commented on your scrupulous analysis on the International CSR survey page, I hope it suffices. I would also be grateful to hear your students perspective on the questions in the survey as I still lack data in the UK. Thanks

Best,

Amir

Dear Colleagues,

1.I am a strong advocate of two principles:

a) No knowledge is useless

b) Ethical behavior of companies and persons.

In the light of the above, I advocate teaching ethical behavior as s subject in our schools, probably starting from primary school and not only at the MBA level. My suggestion presupposes that character formation is already developed and very little change can be done in orientation at graduate work time.

2. The second issue I have relates to what we teach in ethics classes at the MBA level. We probably make students read Rae and Wong (2004) that highlights the adverse consequences for corporate misconduct and or Nichols (2012) that pinpoints how social and economic systems are destroyed by unethical behaviors and or use the religious paths of punishment by God and Allah( May His name be blessed). How materially these affect student behavior after school is not scientifically documented. All the same, awareness of these effects reminds one, even if subtly, that there is a need for proper conduct.

3. The crux of the issue is the socio cultural diversity and their effects on what is considered ethical, in terms of developing a universal curriculum for business class ethics (Li and Murphy, 2012; Ardichvili et al.,2009; 2012 ). If the Russians agree that 'blat' is ethical ( McCarthy and Puffer, 2008) and Brazilians believe 'Jeihinto' business culture is ethical ( Amando and Brasil, 2009) while the Americans think the lobbyist system in Capitol Hill is right and other systems as practiced by TNCs in the third world are right despite the passage of the Foreign Corrupt Practices Law, 1977, because of 'permanent interests' then what curriculum of ethics do we teach?

4. The sad conclusion is that what we teach in business school in ethics has no universally acceptable reference point. The impact on the individual behavior is most likely to be very little because of ethical relativity determined by socio cultural effects and the culture of the company where one works

References

Amado, G. and Brasil, H. V. (1991). ‘Organizational behaviors and

cultural context: The Brazilian ‘‘Jeitinho’, International Studies of Management and Organization, 21(3), pp. 38–61

Ardichvili, A., Mitchell, J., & Jondle, D. (2009). ‘Characteristics of ethical business cultures’ Journal of Business Ethics, 85, pp. 445–451.

Ardichvili, A., Jondle, D., Kowske, B., Cornachione, E., Li, J. and Thakadipuram, T. (2012) ‘Ethical cultures in large business organizations in Brazil, Russia, India, and China’ Journal of Business Ethics 105, pp. 415–428 DOI 10.1007/s10551-011-0976-9

http://outlaw.digimaxisp.com:2052/ehost/pdfviewer/pdfviewer?vid=4&hid=17&sid=09d37c28-38a5-4426-bd60-8cbfa239c285%40sessionmgr4

Li, N. and Murphy, W.H.(2012) ‘A Three-Country Study of Unethical Sales Behaviors’ Journal of Business Ethics, 111, pp. 219–235. DOI 10.1007/s10551-012-1203-z

McCarthy, D. and Puffer, S. (2008) ‘Interpreting the ethicality of corporate governance decisions in Russia: Utilizing integrative social contracts theory to evaluate the relevance of agency theory

norms’, Academy of Management Review, 33(1), pp. 11–31

Rae, S. and Wong, K.L. (2004) Beyond integrity- A Judeo Christian approach to business ethics (2 ed) Zondervan

Many instructors are afraid to teach business ethics, believing they may have difficulty holding an objective position on many issues, that their own personal failings might be revealed and critiqued by students and that they really don't want to find themselves having to provide counsel on issues they may personally have difficulty with.

Fortunately, most standard text books in business ethics present the didactic model. They dictate how business professionals ought to behave without challenging the readers. Teachers (and most students) choose to walk a fine line, learning sufficient to pass exams and present acceptible answers, without having to expose their real feelings about particular issues.

As a consequence, little deep learning occurs and the unit earns its reputation as a boring, philosophical and mainly prescriptive subject. This is not to say that some of the case studies are not interesting, except that the narratives rarely get to the meat of the subject. Plenty about how and what, but little about why the protagonists do what they do.

Dear Ones,

Going by Gordon Woodbine philosophy, teaching business ethics is useless. But I strongly disagree with his position for the following reasons:

a) Any university that does not encourage critical and personal thinking of students and the resultant expression of varied personal takes on issues should be seen as a disservice to mankind. If universities are only there for students to present teachers' views on issues to pass exams, then I am afraid. This is the picture, to my mind, Gordon wants to paint of ethics classes and lessons in business school. Unfortunately, it is not, and the reverse is the case. In fact, ethic classes produce no exact answers as expected in maths.

b). It is unfair to demand that teachers of ethics be saints. It is even more human for a teacher to tell his class that he/she is not a saint and should allow his students, if need be, to use him/her as a living example of human failure/success in terms of ethics. The fear of criticism of the teachers' life and dealings should take back stage and the principles of ethical behavior be taught so that students can examine their personal lives, motives, and future behavior in leadership against the standards taught.

c). Even though it is sad that it is not possible to talk of a universal postmodernism ethical behavior, a start with ethical relativism in consonance with societal norms and culture in specific areas provides wonderful insights what each specific socio cultural regime expects from the student when he is taught.

d). Who says that the courses taken in business school have no effect on students? If the reverse were true, then there is no need for schools anyway. The awareness of consequences for unethical behavior, which Li and Murphy (2012) calls power distance, are strong deterrents in certain regimes.

Reference

Li, N. and Murphy, W.H.(2012) ‘A Three-Country Study of Unethical Sales Behaviors’ Journal of Business Ethics, 111, pp. 219–235. DOI 10.1007/s10551-012-1203-z

Hi

An excellent exposure to the matter. At some point in this part of the world it is believed that religious values come as a barrier against not being ethical in decisions taken. We taught business ethics as a technical elective in our business curriculum and we made sure to relate personal principles and convictions to the ethical practices of businesses using case studies and open dialogue and debates in the classroom.

However, when we went for accreditation, teaching ethics was a fundamental aspect to cover and introduce into the curriculum so we moved the course business ethics as a major course to comply with accreditation. However, later on we have observed that students' attitudes changed with time. Today we run employer as well as alumni questionnaire surveys and these include an assessment of the ethical attitude at work. Results have been excellent and employers today look for such behavior.

Is teaching Business Ethics beneficial, the answer is a strong yes. No education is wasted, students have broader perspectives, students understand the essence of ethics and ethical behavior, and students relate their personal beliefs to the lessons learned.

Please see this publication which relates our story.

https://www.researchgate.net/publication/235284100_Ethics_education_An_assessment_case_of_the_American_University_of_Science_and_Technology__Lebanon?ev=prf_pub

Article Ethics education: An assessment case of the American Univers...

The question is rooted in the fumdamental role of education and teaching in building a healthy society.

If we believe that teching helps in creating a healthy social system then teaching business ethics in universities helps in creating a healthy business professional

Hi Subramanian. One should not negate the fact completely. Ethnic training is great but how to relate to modern life and decision making necessitates training. Many students will travel and mix with other cultures sooner or later and special training to deal with multi-cultural relations and decision making. Therefore, I would like my students, who even if trained based on their religious values or ethnical training, to seek further knowledge to survive the requirements of general business practices.

Dear Hussin, Cultural diversity could be an external factor influencing Business ethics internationally. and it is only concerned with "International Business Ethics" terms. But My point is about the core business ethics. It can be developed self while moral development of the individual matured as they reach their higher education as an argument number 1 said by Theodora.

Ethics in Business.. may differ, but wherever your students travel, they will find cultural values. I strongly argue that the students who themselves morally developed will never create any cultural conflicts in business transactions.

The reason I have mentioned about "Thirukkural" which is also well known as "World's Common Ethical Book". It delivers ethical values common to all irrespective of religious , culture,etc.

Thanks for the extra view. However, you seem extremely convinced by using the word "never" on the case of morally developed students and post cultural conflicts in business. Any research on this respect? If yes, please provide.

I have seen papers dealing with business ethics practices among Catholic students, and looking for similar topics with regard to other faiths.

Thanks again.

I read your paper. Excellent comparative analysis. However, I would like to see a study about the responses of students or graduates who are trained on these principles versus their responses and attitudes when exposed to a parametric research carried in a different country. Maybe a beneficial exercise as a research paper. If interested and you have access to a large population of employees/students, then I could send you a questionnaire for cross-cultural research paper.

Regards

Dear Sir, Please do send me the questionnaire . I will try to get the research done. But I do not have access to the large employees. I have access to large business network. I can try among business owners rather than employees/students. do u have any opinion?

Hello all,

Thank you for providing some input regarding responses to my question - highly appreciated. Well, though there is a school of thought that is against teaching business ethics - however, we need (as academics in Business Schools) to be more aware of our impact on those individuals whom we graduate into the business world, and what impact they have on their communities and societies.

We need not forget the fact that we have been implicated as 'partners in crime' when the talk was about ENRON - as highlighted by Swanson and Frederick (2003). Swanson, D. L., & Frederick, W. C. (2003). Are Business Schools Silent Partners in Corporate Crime? The Journal of Corporate Citizenship, 9(Spring 2003), 24-27.

Well, I have just finished teaching a class in Europe on sustainable development and ethical strategies... and I would quote a very small section from one of the students in the final reflection on this class... Quote: 'The Plus for me personally was that I got an overview on how sustainable development and ethical strategies can be seen in a realistic way. Before this class I only had an ethical class that was too abstract for me. The previous class was more like how I could change the world with having superpowers. This class showed me, how I should critically think of some strategies, some actions that have been taken and how I can change something but in a feasible way. I definitely increased my personal awareness a lot.'

Unquote

Thus, it is not only providing students of information and knowledge regarding the ethical perspectives/theories, but go beyond that to enhance the students' critical thinking ability that will definitely enhance their personal awareness leading to a better business people and leaders in the future who would care for the whole business and its role in the community and society...

I am not keen to tie up the ethical perspectives with cultures - and I mentioned this several times to my students - let us always keep our distance from relativism... but be sensitive towards culture without losing our own heritage...

Regards

Theodora Issa

"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires." --William Arthur Ward

Hi, I don't think we can generalize that a culture can absolutely provide its members with all ethical values. Besides I believe that education on business ethics is necessary. I thank all participants of this question, esp. Theodora.

Dear Professor Theodora Issa

Really, your comment is very nice and I am agreed with your nice opinion being a pure academician means an Assistant Professor in Physics.

Thank you all for your contributions to date...

No, the teaching of ethics in a business school is for intellectual purposes, not for training. It is possible that it is impossible to inoculate ethics into those who prefer a less moral pursuit of business but universities are there to educate not train. It may be that teaching ethics for many will simply give them a nomenclature for the issues they otherwise ignore but they still need to be taught them. Students in business schools (I teach law in one) receive many mixed messages. On the one hand you must be ethical but still be ruthless enough to succeed in a jungle of competition. Ethics today has another value of course, the idea of ethical corporations is a great marketing tool and attracts investors. To quote that doyen of commerce and business, Groucho Marx...

"The secret of life is honesty and fair dealing. If you can fake that, you've got it made.”

The collection of ideas one gathers over a lifetime becomes the fund of knowledge upon which the principled ideas are founded. If philosophy still means "the love of wisdom," and ethics being a main branch of philosophy, it is certainly the case that students enrolled in a business ethics course can pursue wisdom on any number of moral philosophies, should they choose to do so. Therefore, business ethics should be taught in the business curriculum. It is one more opportunity for moral development.

I did not know there are ethics classes for students studying business. The only ethics and rituals I assumed they learn was to maximize profit and minimize cost. As I see it, demand-supply - the holly grail, the modes operandi and vivendi of doing business, has no any ethical components in it. As long as there is a demand for a product and a willing society to pay, business people increase prices as much as they want with no ethical concerns. For example the price of gasoline is purely based on demand, not having any concerns for the consumers what so ever. Had there been ethics in the decision making process of fixing prices, we could have been buying gas with a price, much much below what we are paying now. The periodic and cyclical financial collapse of countries and the world economy are mostly due to business transactions that have no ethics in them at all, that even violated the very core principles of credit - "trust". In fact what we have to be sacred of is to not let business people buy technologies that sack oxygen from the air and then force people to buy oxygen from them to survive.

Yes, teaching business ethics will always be a worthwhile adventure if the teacher and hopefully the students are enthusiastic. The problem in most business faculties is that there are pressures in relation to what subjects can be taught (e.g., professional expectations) and this limits opportunities for standalone units. It has become a little easier in recent years, now that corporate governance issues have become popular and this topic can be nicely attached to an ethics component with significant content. Like other contributors have noted, emphasis should be given to applied ethics relevant to the topic of interest, e.g., auditing or board management.

Corporate governance is one of the most sophisticated marketing tools of the late 20th century. The adoption of a code of corporate ethics gives a company a business advantage and the gold standard is the enrolment in the United Nations Global Compact on Corporate Ethics.

This of course involves constructing a mission statement filled with profound statements about human rights and the environment.

Readers of the thread should take a look at some of the companies signed up to this exclusive club, they will then be able to make up their own minds about the value of corporate ethics.

Dear Barry, I do agree very much with the things you wrote before about the benefit of teaching ethics at a business school (I do that myself too). You are also right, that our students get "mixed messages" and it is our finest duty to confront them with ethical thinking and ethical standards and values. Although some of them may decide otherwise and follow a path oriented to ruthless success only. But we can offer them the choice.

But your statement that the enrolement in the UNGC will give a company a "busniness advantage" and a membership in an "exclusive club" does not really convince me. In my opinion many big companies use the enrolement to tthe UNGC only as marketing tool. Corporate Governance a la mode. For exmaple Phlipp Morris (the tobacco company) is a member in the UNGC as well as the big chemical and pharmaceuical companies in Germany or even the "masters of war"  producing the weapons und guns. So I think for many of them the membership is just a sort propaganda. And it is a very cheap sort of propaganda. The accountants will be pleased. :-) Best, Joachim

Many educators in accounting and auditing in particular shy away from teaching business ethics, because they are afraid of having to face their own demons, when it comes to making personal choices and when faced with the responsibility of addressing related issues with a class of impressionable young people.

However, the challenge is not insurmountable and one can only be prepared to adjust and admit one's shortcomings, cognizant of the fact, that as practitioners aware of what constitutes an underlying moral law, that there is scope for improvement, both personal and professional.

As a past professional in business, I believe it behooves us to be aware of moral conflicts likely to influence our judgments, maintain our independence in the face of external pressures, address negative motivational factors that arise, take time to carefully reason through the consequences of our likely actions and develop moral character sufficient to guide our decision making. As a Christian, I would also ask the question: What would Jesus do? 

These two articles may be useful:

Hausken, K. (1996), “Ethics and Efficiency in Organizations,” International Journal of Social Economics 23, 9, 15-40.

Hausken, K. (1996), “Self-Interest and Sympathy in Economic Behavior,” International Journal of Social Economics 23, 7, 4-24.

Article Ethics and efficiency in organizations

Data Self-Interest and Sympathy in Economic Behavior Internationa...

Well, have just finished yet another semester teaching business ethics to the undergraduate students. 

On the last day, I shared with my students my reflection based on Schon 1991 -  and some of what I have shared with the students:

During this semester a new understanding has been generated in my mind that informed my actions throughout, as the events were unfolding.  Yes, I experienced surprise, puzzlement, and in some extreme circumstances there were situations that I felt confused, and to some extent frustrated with as those unfolding events I found them to be uncertain and unique. I came out from this semester learning new things from YOU our students.  I learned perseverance from the keen students to understand, argue and debate diverse issues, those I congratulate, and truly thank. 

On the other hand, I came out from this semester puzzled, and to some extent frustrated with the lack of enthusiasm that some of the students displayed towards this unit , lack  of the students’ time management capabilities, which did not assist them to manage their workload.  I felt the indecisiveness, the fluctuation in the way these students treated the issue of their individual learning; the lack of confidence in their own abilities; the obscurity, and lack of clarity in the way these students dealt with the journey of learning. 

Indeed, there is NOTHING PERFECT UNDER THE SUN - no matter how much we try.

Regards 

Theodora Issa 

Skepticism is something you encounter the minute you relate Business and Ethics, most of the participants in this thread are right because the facts proves it!! but, let us not lose hope that we are able to plant a seed of consciousness in the way our students in Business look at things. I guess what is needed is an internal deterrent to at least not to compromise doing things right. I found that at some point religious values may serve that purpose and this is helping me in one exercise at the university which is to respect copy rights and stop copying textbooks. I found that having a strong religious stand against this helps a lot, then I moved to the problem of plagiarism (with all the creativity that comes with high tech). From there, relying on factual events, and we have many in Lebanon, about corruption and price fixing in business, I would not say I will graduate saints, but I am sure I will graduate individuals with conscience who will weight their decisions when performing deals. Ethics in Business can be planted but slowly and with evidence.

Thank you Hussin for this informative response... we should not lose hope - I agree - if we can change a mind of one person we are achieving something - and we can 'make a difference' - but hoping for changing the minds of more than one... I am sure too that I will graduate people who would have a good character - and some have already advised me that when they are about to think of doing something and think about it ethically - they will ask the question 'what would Theodora think of us if we do this or that?'.

Here's hoping that we can continue to make a difference. 

Regards

Theodora Issa 

It can be argued both ways, but in my opinion teaching is never a waste of time. Yes, what is the mode and manner needs deliberation.

Thank you Sushil for the contribution - indeed, teaching is never a waste of time - but sometimes the actions of others would frustrate !

I fully agree with you.

we must distinguish between the teaching of business ethics

Implementing business ethics

As long as the teaching of business ethics is a starting point in applying this management philosophy according  application in professional life

It is no different from teaching mathematics or strategic management

Both theoretical frameworks depend on the success of their application on the recipient and his motivation to apply the theoretical aspect in his scientific life in the future and in practice

Good question, i agree with you

As practicing professional accountants, not only are we taught professional ethics in the University courses and professional accounting exams like CPA, ACCA, we are also expected to follow the 2016 IESBA Handbook. IESBA is the International Ethics Standards Board for Accountants. Yet, the Disciplinary Committee of the Institute of Accountant still receives at least 10 complaints per year of unethical conduct by some practitioners.

My thought is that the subject should continue being taught at the Universities (across all professions) and through membership to a professional body, a member can continue to be put on his/her toes to comply or be de-registered.

Thank you Salam Mohammad and Albert - valuable input - especially when we come to know of complaints despite the teaching, the ongoing training and the handbook... 

Keeping on the march -:)

I am currently co-writing a course on corporate governance involving both law and ethics.  I rather suspect that law is the most effective tool of the two for keeping business under control.  Even there though its effects are limited.

Thanks Barry - in the book that I co-authored 'Moral Issues in Business' https://cengage.com.au/product/title/moral-issues-in-business-with-student-resourc/isbn/9780170366694 we talk about morality and law, morality and ethics, morality and spirituality, morality and religion ... In my humble opinion, we need morality which is something within you.

Ethics is knowing what is right and what is wrong and doing the right thing. 

Law MIGHT BE (I am not an expert on LAW) know the law and how to break it -:) 

Regards for now 

It depends..!

This is very important and insightful discussion.

On the issues of climate change and the Paris Agreement, I was confronted with this dilemma. I came across -Peter Singer's Book -Applied Ethics , which nicely summarizes the emission issues of Developed and Developing world. He has coined the terms- Subsistence emission (the small farm holders in agriculture who pursue their agriculture for livelihood) and Luxury emission (the rich people who ride on four wheeler for luxury for joyride by burning fossil fuel) .

An interesting perspective to ponder over. And thanks to the knowledge of applied ethics. Peter is a well-known philosopher of ethics teaching at Melbourne and Princeton.

Ethics are a product of evolution and are a requirement for a social animal like humans. The instinct to survive needs refining into a moral code which goes beyond individual survival. Business, as a human activity cannot survive without rules. Teaching ethics is as necessary as teaching business method.

https://www.researchgate.net/post/Is_the_source_of_ethics_to_be_found_in_evolution?view=5a0102a993553bf3a3620a97

I can't agree more Mr Turner.

As one of its three core competencies in ethics, entrepreneurship, and sustainable business practices, the University of Wyoming College of Business launched its current Business Ethics program in 2005 under the guidance of Professors O.C. and Linda Ferrell.  Endowed by the Daniels Fund, and run through the Bill Daniels Chair of Business Ethics, the program is a statewide initiative that draws on and reinforces Wyoming's existing reputation as a highly ethical place in which to do business.  The Business Ethics program advances research and teaching regionally and nationally via the Daniels Fund Ethics Consortium of ten business schools and one law school across the Rocky Mountain West.

http://www.uwyo.edu/ethics/

Excellent initiative Prof. Gadallah to institutionalize ethics in business.

Wyoming is otherwise famous for the gathering of Central Bank Governors at Jackson Hole during the Fall which receives worldwide attention.

Thanks,

Benu

Waste of time? Not at all!!!

Countries like mine (Brazil) are proofs that ethics should be exhaustively discussed in schools since the first years.

The formation of an ethic´ society begins in school and with teachers as references. Of course, at home, it should be taught, but the school is the very ambient to put in practice collectively and discuss the question.

Never a waste of time, especially that many students are calling me back after 15 or more years from their graduation. Many emphasizing that the different topics which we discussed in class then including Business Ethical views have helped them in their careers. Nice evidence right?

I believe such subjects should be practiced by the school, universities rather than class room teaching. In addition, they should have some social projects aligned with this subject for assessment. That will have higher effect in comparison to later one.

Manavendra

An excellent teacher can be a role model for Ethical values as Dr Hejase has rightly mentioned from his personal narrative. This itself proves that teaching ethics in business school is not a waste of time.I am reminded of the words of Eric Fromm. He said that -if there is a gulf between preaching and practice ,this can be bridged. But if one doesn't believe what S/he is preaching, that gulf can never be bridged.

Thanks,

Benu

Dear Benugopal sir,

Being a management student and professor, I personally believe that business ethics can't be practice just by teaching in classroom. It should be preached from schooling. The best example is JAPAN where schools teach and practice ethical and moral education to small kids. I believe this is the best way to transform the generations.

Thanks

As a current MBA student (of mature age), I really can't imagine that ethics, business or otherwise, not be teached deliberately, whether included within other disciplines or as a separate one, and at every level of education. From kindergarten thru to continuing education, it remains vital to emphasize the importance of ethical behavior and decisions, particularly in a world that continues to degrade morally. One may argue that to each generation or culture its ethics; however there are basic global ethics that are timeless and required to build a team, group thus organization such as: trust, integrity, aspiration, conflict resolution, peace, and many others.

I agree that classroom teaching is not the solution for business ethics. It should start at the very formative stage of one's life. No doubt about it. But , the exposure to liberal studies can enlighten the students on this issue. And , it would make sense if the teacher teaches the business ethics in classroom thru live case studies, documentary evidences to broaden the horizon on the issue. How much does it impact , is a matter to be studied in detail.

If NIT-D has some provision for doing longitudinal studies with its students, it may provide some scholarly evidence on this issue.

'Business ethics' would seem at first glance to be an oxymoron, but the exceptions should be recognized, motivated, and, when successful, celebrated.